The two nurse educators who authored the article referenced below begin with a quote from the first page of Stephen Brookfield’s book Becoming a Critical Reflective Teacher. “One of the hardest things teachers have to learn is that the sincerity of their intentions does not guarantee the purity of their practice.”
No one doubts the assertion that online students are more likely to be successful if they feel connected to their instructor and fellow students, but
Don’t look now but it won’t be long before Millennial faculty arrive on your campus as well. For four-year institutions, the first wave of Millennial faculty should arrive by 2013. For community colleges, where many faculty often are not required to have doctorates, the wave will arrive even sooner.
Cognitive engagement is important to student success in any learning environment. However, cognitive engagement takes on more significance in the online learning environment, where students learn in a physically isolated environment and often lack elements that typically engage students in the face-to-face classroom.
Like many deans, Monte Finkelstein did not plan to be a leader. He began as a history instructor, gradually took on more leadership responsibilities, and came to his division deanship at Tallahassee Community College through his desire for challenges beyond the classroom and the retirement of the previous dean.
What is the best way to train and support a beginning online faculty member? At some colleges, the only option is on site training held on the campus over a day, a weekend, or a period of days during the summer. These on-site workshops, while potentially very effective, commit the faculty members to time, travel, and often inflexible scheduling. However, Berkeley College, with campuses in New York and New Jersey, has designed an online faculty workshop and set of training and support tools to complement its other professional development offerings.
1. Create a classroom environment that from the first day sets ground rules for discussion and makes it clear that all students are included in the work of the class. Make sure you make all students feel connected to each other, the class, and the topic, and establish strong expectations about the content and manner of communication.
What obligations do faculty members have to their institutions beyond their disciplines and departments? It’s a question that is sure to get a lot of play as higher education institutions deal with the pressures brought about by increased scrutiny from outside constituents and other factors such as changing student demographics and a shift from a faculty-focused to a learner-focused orientation.
Online education programs are known for their convenience, but they’ve also developed a reputation for poor student retention rates. So when someone who oversees an
In 2000, the college of education at the University of Nebraska at Omaha (UNO) introduced an electronic portfolio system for its students. The goal was to get students to understand their own learning by requiring them to create these portfolios that highlight their work. Building on that success, the university is in the process of implementing myMAPP, (Mapping Academic Performance through ePorfolios), an electronic portfolio system that integrates student, faculty, staff, department, college, and campus performance measures.
